Suggestions are given for using the calculator in junior high classrooms. Square roots, factoring, and percentages are some topics discussed. A worksheet is included. (MP)

A teacher describes an activity designed to help children understand the number concepts of the basic addition facts with sums of 11 or greater. (CL)

This paper discusses several applications of combinational mathematics to social situations and problems in the social sciences. (SD)

The origin of the magic square, its numerical concepts, and some procedures for its construction are discussed. (JT)

The topics discussed are, "Helping Students Understand the Distributive Property,""Converting from Base 10: Nonintegral Bases?,""Rapid Mental Squaring of Mixed Numbers," and "Some Nonstandard Binary Operations and their Properties." (JT)

Two studies trace children's acquisition of counting as a means to extract, compare, and reproduce number from arrays of objects. Study 1 examined 3-, 4-, and 7-year-olds' use of counting to compare and reproduce arrays numerically. In study 2, nine of the 3-year-olds from the study 1 were retested after 12 and 18 months. (Author/JMB)

The author redefines basic numeracy as the ability to use a four-function calculator sensibly. He then defines "sensibly" and considers the place of algorithms in the scheme of mathematical calculations. (MN)

For journal availability, see EC 092 078.

The evolution of complex numbers is described, followed by discussion of some lessons that can be learned from this story, as with other stories from the history of mathematics. Suggestions for teachers about incorporating history into mathematics instruction are included. (MNS)

Presents a sociohistorical analysis of the development of a set of basic information technologies, namely, abstract symbols for quantities of space and time, and the formulation of computational strategies. Shows how numbers and geometry can be seen to reflect increases in a society's knowledge and social organization. (ARH)

Presented is a brief overview of Japanese education followed by specific ideas about important considerations in the teaching of mathematics in elementary grades. Examples are given for teaching flexibility in mathematical thinking. (RH)

Procedures for developing a variety of magic squares and magic triangles are given. A bibliography with references containing more ideas is included. (RH)

Discussed is research on children's understanding of zero and infinity and teaching suggestions for improving understanding. (RH)

Empty food containers can be used to have students devise mathematical problems. Sample questions that might be asked about two food boxes are included. (MNS)

Described is a computer program that uses an interesting matrix method to generate Pythagorean triples. Program listings and output for two programs are included. (MNS)